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Effects of Concurrent Irrelevant Visual Stimuli on Learning Outcomes in Midwifery Education
Sponsor: Fatma Şule Bilgiç
Summary
This randomized controlled trial was designed to evaluate the effects of concurrent instructionally irrelevant visual stimuli on learning-related outcomes among third-year midwifery students. Participants were assigned to either a split-screen educational condition or a standard instructional condition. Both groups received the same 45-minute theoretical session on delivery-room management of the newborn. The intervention group was exposed to an unrelated soap-cutting video displayed concurrently with the educational presentation, whereas the control group received standard PowerPoint-supported instruction. The primary outcome was attitude toward learning. Secondary outcomes included theoretical knowledge, state anxiety, academic motivation, and satisfaction with the teaching method. Outcomes were assessed immediately after the educational session.
Official title: Split Attention in Midwifery Education: Effects of Concurrent Irrelevant Visual Stimuli - A Randomised Controlled Trial
Key Details
Gender
FEMALE
Age Range
Any - 18 Years
Study Type
INTERVENTIONAL
Enrollment
103
Start Date
2016-05-01
Completion Date
2026-05-01
Last Updated
2026-11-03
Healthy Volunteers
Yes
Conditions
Interventions
Split-Screen Educational Presentation With Irrelevant Visual Stimulus
A standardized 45-minute theoretical educational session accompanied by a concurrent, instructionally irrelevant soap-cutting video displayed beneath the lecture slides.
Standard PowerPoint-Supported Education
Participants received a standardized 45-minute theoretical educational session on delivery-room management of the newborn using PowerPoint presentations without additional irrelevant visual stimuli.
Locations (1)
Çanakkale, Turkey (Türkiye)